Updates to YoungStar 2019-2020 Evaluation Criteria
GENERAL YOUNGSTAR UPDATES • Revised contracts • Off-Year Service Requests • 2019/2020 Evaluation Criteria will be available after January 1, 2018 so that Consultants can be using the documents to guide program preparation for those who have their rating year in 2019 dcf.wisconsin.gov
2019/2020 Evaluation Criteria Changes • YoungStar will refine its 3 Star educational threshold for Lead Teachers/Group Leaders and family child care providers – Reduce cost – Reduce other structural barriers to higher education completion – Support family child care programs – Help combat provider/teacher shortage dcf.wisconsin.gov
Educational Qualifications The center will receive credit for the highest education level attained in each table. For YoungStar Registry Level 6, a 3 credit course must be from one of the following or a course from one of the following credentials below: Child Development Course Family Child Care Credential, Health Safety and Nutrition Course Infant/Toddler Credential, OR Foundations of Early Childhood Course Preschool Credential, or Infant/Toddler Development Course Afterschool and Youth Development Credential Child Psychology Course Quality Indicators – Lead Teacher Qualifications (Group Child Care – Track 1 only shown here) Points Awarded Lead Teachers with Registry Level 7 or higher for 25% of all classrooms and Lead Teachers with Registry Level 6 or 1 higher for 25% of all other classrooms. – Required for 3 Stars Lead Teachers with Registry Level 7 or hig her for 50% of all classrooms 2 Lead Teachers with Registry Level 9 or higher for 50% of classrooms; all other classrooms have a Lead Teacher with 3 Registry Level 7 or higher – Required for 4 Stars Lead Teachers with Registry Level 10 or higher for 50% of classrooms; all other classrooms have a Lead Teacher with 4 Registry Level 7 or higher Lead Teachers with Registry Level 12 or higher for 50% of classrooms and all other classrooms have a Lead Teacher 5 with Registry Level 7 or higher 6 Lead Teachers with Registry Level 12 or higher for 50% of classrooms and Lead Teachers with Registry Level 10 or higher for the rest of the classrooms Lead Teachers with Registry Level 12 or higher for 100% of classrooms – Required for 5 Stars 7 Lead Teachers with Registry Level 14 or higher for 50% of classrooms and Registry Level 12 or higher for 50% of the 8 rest of the classrooms Lead Teachers with Registry Level 14 or higher for 100% of the classrooms 9 Important Note: the information above does not reflect requirements for licensing. The individual serving in a position must minimally meet licensing requirements for that position. dcf.wisconsin.gov
A.1 Family Provider Qualifications Quality Indicators – Provider Qualifications Points Awarded Provider with Registry Level 6 2 Provider with Registry Level 7 – Required for 3 Stars 3 Provider with Registry Level 9 4 Provider with Registry Level 9 and a CDA 6 Provider with Registry Level 10 - Required for 4 Stars 10 12 Provider with Registry Level 12 – Required for 5 Stars Provider with Registry Level 14 13 14 Provider with Registry Level 15 or higher Registry Level 7 = 6 related Credits dcf.wisconsin.gov
B.1.1 and .2 Self-Assessment and Quality Improvement Plans • Required for 3, 4, and 5 Stars • Points will not be received for these required items • Points will be reassigned to other indicators (1 point each) – One point becomes two for B.2.2 • Curriculum/Programming aligned with WMELS or SACF – One point becomes two for B.3.2 • Teacher Uses Intentional Planning to Improve Child Outcomes dcf.wisconsin.gov
Early Childhood: Developmentally Appropriate Practices Play is the Way https://dpi.wi.gov/early-childhood/devel-approp dcf.wisconsin.gov
Five Important Areas Related to T eacher’s Role in DAP • Create caring community of learners • Teaching to enhance development and learning • Planning curriculum to achieve important Goals • Assessing children’s development and learning • Establishing reciprocal relationships with families dcf.wisconsin.gov
B.1.3 Developmentally Appropriate Environment is Aligned to WMELS or SACF • Incorporates the Wisconsin Model Early Learning Standards and/or School-Age Curricular Framework • Programs will need to demonstrate developmentally appropriate materials, interactions, and learning centers to achieve a 3 Star or higher rating dcf.wisconsin.gov
Rationale • Exploration and play for children is supported by the environment. • Learning occurs best when opportunities are created in natural and authentic contexts. • Children are provided with opportunities to explore and apply new skills through a balance of child-initiated and teacher- initiated activities. • Children are offered different types of play and learning experiences to choose from, during which time positive interactions amongst peers and teachers are occurring. • Children gain the most benefit for playful learning experiences and materials when positive relationships are at the foundation of teaching. dcf.wisconsin.gov
1. Classroom staff members provide developmentally appropriate activities/practices that are engaging, comforting, culturally sensitive and compassionate. • All of the following elements must be observed: – All interactions by teachers must be positive or neutral at best. – The classroom staff and children appear to enjoy being with each other and demonstrate respect for one another. – Classroom staff use communication that is developmentally appropriate, and have developmentally appropriate expectations for children’s behavior. • At least two of these additional practices must be observed: – The classroom staff is usually in close physical proximity with the children and often joins in the children’s experiences and activities. – Classroom staff provides opportunities for peer interactions as children are able to participate in experiences and activities together. – The classroom staff is observed having turn-taking conversations with most children and asking follow-up questions in a neutral or pleasant tone of voice. – Classroom staff offers at least one staff-initiated receptive language activity each day (eg. reading a book to children, storytelling, etc. dcf.wisconsin.gov
2. The environment includes at least five defined interest centers/areas that are developmentally appropriate and reflect either the WMELS’ five domains or the SACF’s nine content areas. Additionally, ALL of the following elements must be observed: All materials must be developmentally appropriate and each classroom/group must include (specified minimum): – at least one book for every child allowed to attend at any given time, – at least six types of fine motor materials; – at least six types of art materials (for classrooms with all children age 12 months or older); – at least two sets of 10 – 20 blocks (for classrooms with children ages 12 months to 12 years); – at least five examples of dramatic play materials; and – at least six types of materials that support math/number development. Materials and/or experiences in at least three areas must offer children varied levels of difficulty and/or address use of different learning styles. Materials in the interest centers must be considered easily accessible for independent use by the children.
The daily schedule must include a minimum of 50 consecutive minutes of uninterrupted indoor free choice to allow for in- depth investigation of the environment and materials. – If the program is open for more than 4 hours per day for that age group of children served – If the program is open for less than 4 hours per day for that age group of children served, a pro-ration will be determined – If the program has a split schedule then the 50 consecutive minutes can be split. dcf.wisconsin.gov
At least one of these additional practices must be observed: All interest centers/areas must be available for children to use for the majority of the day (excluding routine care times). Quiet activity areas are located away from noisy activity areas. Information about WMELS and/or SACF is provided to families and staff (if applicable). VERIFICATION For this indicator, all classrooms must follow the items outlined above but to use verification time wisely, a Consultant/Rater should verify this practice in one classroom for each age group served: birth – 35 months, 36 – 60 months and/or school-age. If there are fewer than four classrooms in the program, Consultant/Rater must verify indicators in every classroom. If not all age groups are represented, the Consultant/Rater will verify three selected classrooms/groups. Consultant/Rater must verify developmentally appropriate environment through observation. If more information is needed, lesson plan, schedule, and/or interview may be used. dcf.wisconsin.gov
C.5.1-5.4 Family Engagement • Slight revision to the indicators • Simplified in the rating criteria language and has set a goal of reducing the current options down to 4 indicators that most align with child outcomes • DCF is reviewing the National Family Support Network - Standards of Quality for Family Strengthening and Support and Child Care Aware Key QRIS Family Engagement Features dcf.wisconsin.gov
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